教师实施共享阅读干预，促进土耳其学龄前儿童的早期识字技能

IF 1.2 Q4 PSYCHOLOGY, EDUCATIONAL

Reading Psychology Pub Date : 2023-03-11 DOI:10.1080/02702711.2023.2179142

E. Laçin

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引用次数: 0

摘要

摘要本研究在土耳其哈泰的一所幼儿园进行。研究了共享阅读方法对学龄前儿童早期识字技能的影响。四个学前班（两个实验班和两个对照班）参与了这项研究。工具包括干预计划、干预检查表、访谈和早期识字技能测试。两组均进行了预测试。第一次进行了为期12周的干预。后期测试显示，与基线表现结果相比，实验中的儿童在早期识字技能方面表现出显著的进步。研究结果使教育工作者了解了在学前阶段培养早期识字技能的方法。

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A Teacher‑Implemented Shared‑Reading Intervention to Promote Early Literacy Skills of Preschoolers Children in Turkey

Abstract This study was conducted in a preschool in Hatay, Turkey. The effect of the shared-reading method on the early literacy skills of preschool children is examined. Four preschool classes (two experiments and two control) participated in the research. Tools included the intervention program, intervention checklists, interviews, and early literacy skills tests. Pretests were applied to both groups. The first took a 12-week intervention. Post-tests revealed that children in the experimental showed significant improvement and improvement in early literacy skills compared to baseline performance results. The findings provide educators with an understanding of ways to foster the development of early literacy skills at the preschool level.

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来源期刊

Reading Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

2.20

自引率

7.10%

发文量

期刊介绍： Prepared exclusively by professionals, this refereed journal publishes original manuscripts in the fields of literacy, reading, and related psychology disciplines. Articles appear in the form of completed research; practitioner-based "experiential" methods or philosophical statements; teacher and counselor preparation services for guiding all levels of reading skill development, attitudes, and interests; programs or materials; and literary or humorous contributions.